Drawing upon Islamic epistemology to confront the challenges of a postcolonial world, some European Muslims are rejecting existing educational provision, seeking to formulate culturally-coherent pedagogy. This paper contributes to the debate on Islamic schools in Britain through the findings of a qualitative study of a British Muslim community education project initiated by home-schooling mothers who believe in "Holistic Islamic Education". The study demonstrates parallels between the experiences and motivations of these mothers and indigenous education movements in that they seek to provide a "Qur'an-centred" worldview, reviving classical Islamic education and synthesizing it with modern pedagogy as a defence against the dominant secular culture. Their pedagogy involves the nurturing of "shakhsiyah" (personality/identity) through "tarbiyah" (holistic upbringing) as a means to navigate the complexity of multiple identities and the challenges of modernity faced by Muslims in Britain. (Contains 10 notes, 2 tables, and 1 figure.)